Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term

Sorinola, OO; Thistlethwaite, J; Davies, D; Peile, E

Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term

Sorinola, OO Thistlethwaite, J

Davies, D Peile, E

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Publication Type:: Journal Article
Citation:: Medical Teacher, 2017, 39 (4), pp. 422 - 429
Issue Date:: 2017-04-03

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Field	Value	Language
dc.contributor.author	Sorinola, OO	en_US
dc.contributor.author	Thistlethwaite, J https://orcid.org/0000-0001-8122-4679	en_US
dc.contributor.author	Davies, D	en_US
dc.contributor.author	Peile, E	en_US
dc.date.issued	2017-04-03	en_US
dc.identifier.citation	Medical Teacher, 2017, 39 (4), pp. 422 - 429	en_US
dc.identifier.issn	0142-159X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/124189
dc.description.abstract	© 2017 Informa UK Limited, trading as Taylor & Francis Group. Purpose: Realism is a perspective in which entities exist independently of being perceived or independently of our theories about them. The realist framework with its principle of explanatory causation was used for an in-depth exploration of faculty development (FD) since, despite the widespread investment in FD, the evidence that it enhances the effectiveness of teaching in the long-term is still limited. The study aimed to develop realist theories that explain the connections between contexts (C), mechanisms (M) and outcomes (O) to find out what works for whom and why in FD. Methods: Purposive sampling was used to select two medical schools from each of the four UK regions (total 8 of the 33 UK medical schools) for interview of a faculty development coordinator and a medical educator at each school. Sixteen interviews were carried out. Data were coded and summarized under contexts, mechanisms, and outcomes (CMO) to derive realist theories. Results: We identified contexts that facilitated FD mechanisms of engagement, motivation, positive perception and professionalization, which led to educators’ outcomes of improved confidence, competence, credibility and career progression. Conclusion: Four realist theories, which support the effectiveness of FD in the long-term, were derived, enabling recommendations for FD stakeholders.	en_US
dc.relation.ispartof	Medical Teacher	en_US
dc.relation.isbasedon	10.1080/0142159X.2017.1293238	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Program Evaluation	en_US
dc.subject.mesh	Motivation	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Perception	en_US
dc.subject.mesh	Faculty, Medical	en_US
dc.subject.mesh	Staff Development	en_US
dc.subject.mesh	Schools, Medical	en_US
dc.subject.mesh	Interviews as Topic	en_US
dc.subject.mesh	United Kingdom	en_US
dc.title	Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	39	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	39	en_US

Abstract:

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Purpose: Realism is a perspective in which entities exist independently of being perceived or independently of our theories about them. The realist framework with its principle of explanatory causation was used for an in-depth exploration of faculty development (FD) since, despite the widespread investment in FD, the evidence that it enhances the effectiveness of teaching in the long-term is still limited. The study aimed to develop realist theories that explain the connections between contexts (C), mechanisms (M) and outcomes (O) to find out what works for whom and why in FD. Methods: Purposive sampling was used to select two medical schools from each of the four UK regions (total 8 of the 33 UK medical schools) for interview of a faculty development coordinator and a medical educator at each school. Sixteen interviews were carried out. Data were coded and summarized under contexts, mechanisms, and outcomes (CMO) to derive realist theories. Results: We identified contexts that facilitated FD mechanisms of engagement, motivation, positive perception and professionalization, which led to educators’ outcomes of improved confidence, competence, credibility and career progression. Conclusion: Four realist theories, which support the effectiveness of FD in the long-term, were derived, enabling recommendations for FD stakeholders.

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http://hdl.handle.net/10453/124189